September 28, 2015 •
Bill Schmitt

The Indiana Commission for Higher education has awarded a $267,000 grant to support the teacher development work of the Advanced Placement Training and Incentive Program for Indiana (AP-TIP IN), a STEM-disciplines learning initiative administered by the University of Notre Dame.

AP-TIP IN, directed by Karen Morris in Notre Dame’s Institute for Educational Initiatives, will use the additional funding to sustain its innovative professional development for Indiana educators. Conferences and other collaborations with public high school teachers will help their students earn college credits in science, math, and English courses at participating schools statewide. Read More

September 21, 2015 •
Bill Schmitt

How can engineering exprience for families with young children spark interest and understanding in engineering for traditionally underrepresented youth? A research study aimed at exploring that question has received a two-year, $300,000 grant from the National Science Foundation. Led in part by Institute for Educational Initiatives Fellow Gina Navoa Svarovsky, the "Head Start on Engineering" project will investigate strategies to cultivate engineering interest among families with young children at informal locations such as museums and the home. Read More

September 09, 2015 •
Bill Schmitt

A research collaboration including two fellows of Notre Dame’s Institute for Educational Initiatives will seek to combat student inattentiveness in STEM learning. The project captured the attention of the National Science Foundation (NSF), which recently announced it will support the work of fellows Sidney D’Mello and Matthew Kloser along with Psychology professor James Brockmole with a three-year grant totaling $550,000. Read More

September 03, 2015 •
Bill Schmitt

Initial data from Indiana's School Choice Scholarship Program show taht many schools' decisions whether to participate in a school-choice policy are influenced by the policy's regulations and their expected impacts on school priorities. Therefore, solving voucher program implementation challenges requires more insight into the relationship between schools and a state's policy details, according to sociologist Megan Austin of the University of Notre Dame's Department of Sociology and Center for Research on Educational Opportunity (CREO). Read More